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Results for “REMEDIAL TEACHING”

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At least 19 recordsLinked to original sources
PubMed1979

The effect of remedial teaching on children with learning disabilities.

A study of questionnaires completed by the parents and class teachers of 70 children with learning diabilities revealed evidence of considerable parental satisfaction with scholastic progress and improved behaviour. These advances were attended by a significant reduction in domestic tension and concern about the children's future. However, teacher ratings indicate that despite prolonged remedial teaching more than half of the group remained at a scholastic level below the average class performance.

Adolescent↗
PubMedDate not supplied

Roles, quandaries, and remedies: teaching professional boundaries to medical students.

This article conceptualizes a predictable set of tensions that medical students experience in their new roles with patients on clinical clerkships: empathy versus over-identification, objectivity versus avoidance, collaboration versus coercion, and self-confidence versus "special-ness." These tensions are framed in a developmental context for students and are used to highlight potential boundary difficulties. The role of supervision in teaching students and other beginning trainees about possible boundary issues is discussed.

Adult↗
PubMedDate not supplied

The efficacy of teaching dyslexics.

A survey of remedial teaching based on a particular method and carried out in an NHS clinic over 2 years has been presented. The findings suggest a differential pattern of improvement both for reading and spelling as well as for type of learning difficulty, whether 'backward' or 'specifically retarded'. A plea for early recognition of specific learning difficulties and the provision of appropriate remedial teaching is made as the present findings suggest that a structured method of teaching can lead to improvement in both reading and spelling.

Achievement↗
PubMed1990

Sex chromosome abnormalities found among 34,910 newborn children: results from a 13-year incidence study in Arhus, Denmark.

A 13-year incidence study of sex chromosome abnormalities in Arhus, Denmark of 34,910 newborn children showed that 1 per 448 had a sex chromosome abnormality. The incidences of the most common sex chromosome abnormalities were Klinefelter syndrome, 1 per 576 boys; XYY, 1 per 851 boys; triple X, 1 per 897 girls; Turner syndrome, 1 per 2130 girls. Follow-up of children with autosomal abnormalities is not included in this study. None of the 78 surviving children with sex chromosome abnormalities was mentally retarded. All children above school age attended regular schools. Seventy-seven percent of Klinefelter, triple X, and XYY children aged 15-19 had received remedial teaching, 29% were receiving remedial teaching at the last follow-up, 32% had been in special classes at a regular school due to learning problems, and 24% were still in such classes at the last time of follow-up. There was no increased frequency of criminal activity or behavior disorders, nor was there any increased frequency of mental or physical disorders. The distribution of planned training or occupation for the 25 youths with sex chromosome abnormalities between 15 and 19 years of age was similar to that of their sibs. Testosterone undecanoate treatment has been given to Klinefelter boys from puberty and growth hormone treatment to Turner girls from the age of 7, and very small doses of estrogen were given to these girls from around the age of 12 when FSH was increasing to postmenopausal levels. Prevention or reduction of deviations in mental development from the normal range in children with sex chromosome abnormalities is possible if educational and social resources are available and the parents are well informed and counseled regularly. Information in Denmark has been given in part by publishing four booklets about triple X, XYY, Turner, and Klinefelter syndrome. Information, support, and stimulation to self-help have, to a certain extent, been given through contact groups. Parents having a child with a sex chromosome abnormality need information, counseling, and assistance. The type and magnitude of this assistance depend on the individual child, the specific sex chromosome abnormality, and the parents' own resources, psychologically, socially, and otherwise.

Aneuploidy↗
PubMed1990

Follow-up of 25 unselected children with sex chromosome abnormalities to age 12.

Twenty-five unselected children with sex chromosome abnormalities have been followed to a mean age of 12 years. The IQ distribution was slightly below the normal level at the age of 4 to 7, but at the age of 8 to 11 the IQ distribution had improved to within normal limits. We interpret this to be due to the provision of information and counseling to the parents, and use of all available resources for stimulation of the children, including both parental resources and kindergarten, school, and social system resources. All the children attended regular schools. Remedial teaching was given to slightly more than one-third of the children in mathematics and reading. The children were average or above average at school, irrespective of karyotype, if they had a very good home with parents who had been willing and able to follow our counseling, and if the children had been given stimulation, remedial teaching, and speech therapy as and when needed. Parents with a child with a sex chromosome abnormality usually need information, counseling, and assistance. The type and magnitude of this assistance depend on the individual child, the specific sex chromosome anomaly, and the parents' own resources, psychologically, socially, and otherwise.

Adolescent↗
PubMed2006

Strategies to improve the performance of learners in a nursing college. Part I: Issues pertaining to nursing education.

The aim of this contextual, exploratory, descriptive and qualitative study was to describe strategies to improve the performance of learners in a nursing college. The article seeks to deal with factors relating to nursing education that contribute to the poor performance of learners and to outline related strategies to improve the situation. Three focus group interviews were conducted. One group was formed by seven tutors, and the other two groups were formed by fourth-year learners following a four-year comprehensive diploma course. All participants voluntarily took part in the study. Data was analyzed using the descriptive method of open coding by Tesch (in Creswell, 1994:154-156). Trustworthiness was ensured in accordance with Lincoln and Guba's (1985:290-326) principles of credibility, conformability, transferability and dependability. The findings were categorized into issues pertaining to nursing education as follows: curriculum overload; lack of theory and practice integration; teaching and assessment methods that do not promote critical thinking; tutors' lack of skills and experience; inadequate preparation of tutors for lectures; insufficient knowledge of tutors regarding outcomes-based education approach to teaching and learning; inadequate process of remedial teaching; discrepancies between tutors' marking; lack of clinical role-models and high expectations from the affiliated university as regards standards of nursing development programme by the staff development committee of the nursing college under study for implementation. Future research should focus on the effectiveness of the described strategies to improve the learners' performance. It is also recommended that similar studies be conducted or replicated in other nursing colleges to address the problem of poor performance of learners engaged in a four-year comprehensive diploma course.

Curriculum↗
PubMed1992

Social inhibition and motor skill performance in first, third and fifth grade children.

A systematic literature search over a period of 7 years yielded 28 articles about social inhibition with few of them addressing the relationship between social and motor functioning. Two sets of empirical data are reported. Firstly, a replication of the study performed by Zimmer in 1981 on the relationship between social inhibition and motor skill performance has been carried out with first, third and fifth grade children. Contrary to Zimmer's (1981) earlier findings with pre-school children, no relationship was found between motor skills test and social inhibition at any of the three age levels studied. Secondly, a group of children who attended extra physical education classes because of delay in motor performance (called "motoric remedial teaching") was found to score significantly lower on the motor skills test and higher on the social inhibition scale than a matched group of classmates. These findings indicate that although social inhibition appears not to be related to motor skill performance in the normal population, a significant relationship is present in a special sample of motorically delayed children.

Adolescent↗